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Industrial 
Education 

for w 

Bradford 



BRADFORD BOARD OF COMMERCE 

MAY 15, 1919 



PENNSYLVANIA, DEPARTMENT OF PUBLIC INSTRUCTION 

BUREAU OF VOCATIONAL EDUCATION 

INDUSTRIAL DIVISION 



RECOMMENDATIONS FOR 

INDUSTRIAL EDUCATION 

. . . AT . . . 

BRADFORD, PENNA. 

FEBRUARY 4, 1919 



Trade data furnished by 

BRADFORD BOARD OF COMMERCE 
And secured by personal visitation 

Recommendations prepared by 
W. P. LOOMIS, 
State Supervisor of Industrial Education 

Approved by 

MILLARD B. KING, 

State Director of Industrial Education 







ENGINE LATHE— INDUSTRIAL CO-OPERATIVE COURSE, YORK, PA. 



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MACHINE SHOP— McKINLBY SCHOOL, WASHINGTON, D. C. 

n. tt ■£:. 

utc 18 1913 



FOREWORD 

% JAMES F. BUTTERWORTH 

Superintendent, Bradford Public Schools 

The community ; and particularly a city, owes to-day to 
every boy and girl the opportunity through education of attain- 
ing to some gainful occupation in life. Democracy, to be suc- 
cessful, must grant this or drop behind in the world race. If 
opportunity be only partially granted to young people our na- 
tion must gradually lag behind other democracies. Is Bradford 
presenting this opportunity to its children? If not, our city is 
merely a halting member in the race and consequently indiffer- 
ent to her children's needs. And most surely we need one type 
of education in Bradford, — Industrial Education. Schools else- 
where and the public are beginning to realize that the old idea 
of education is not meeting the conditions of the present. The 
government reports of last June show that 1,741 schools in the 
United States are conducting vocational courses and these in- 
clude schools in every state. From the number of students en- 
rolled in these classes employers of the future may expect 165,- 
000 trained workers a year, provided all those enrolled continue. 
But none of these can come from Bradford, for we provide no 
industrial education. Most communities nowadays realize the 
need of an education for its youth other than that which we call 
academic. Many of us are slowly getting away from the idea 
that John is on the direct road to the White House and that if 
he is not quite able to arrive there he should at least be a pro- 
fessional or a business man. Many a parent has in the past felt 
that John had better measure ribbon in a dry goods store than 
become a skilled mechanic. To-day, however, we are thinking 
differently and are beginning to realize that brains and training 
are demanded for success as a mechanic as well as for success 
as a doctor or a merchant and that the work is quite as honor- 
able. Now this change in thought is calling for an education that 
will fit a boy for industrial work, but again Bradford does not 
offer the boy his chance. Elsewhere an ever-increasing industrial 
army is going to be trained in the public schools. The schools 
have already demonstrated their ability to train technical men. 
The large city high schools have, during the war, shown how 
they can meet an emeregncy by training thousands of army me- 
chanics in a short time. They are about to show that thev can 
give our future mechanic a foundation on which he can build till 
lie will outstrip all competitors. Cannot Bradford do as much 
for her coming citizens, — Bradford, a city of industries that 
needs skilled technically educated workers? Shall we as citizens 
of a community that must look to the interests of the next gen- 
eration sit idly by and mourn : 

"It costs too much ; it costs too much." 



Bradford — if a city ever needed industrial education — needs 
this type of training to-day. The schools should provide it and 
should welcome interest and suggestion from the employer as to 
what kind of training is needed for success in the industrial 
market, indeed the schools should be held as the human effi- 
ciency producing plants. The pupils are the raw material ; the 
product is the boy or girl who leaves school more or less fitted 
for his life's work. The employer furnishes the market for the 
output of the school. The market must indicate to the schools 
what kind of training is needed. The shop manager must not 
sit back and wait for the vocational school product to come to 
him and find out that it is not what is needed. The producer 
(the school) and the consumer (the employer) must get togeth- 
er now, here in Bradford, in the formative period and agree on 
the kind of training needed and how it can best be given. Then 
encourage the boys to take the school training by giving them a 
chance to make good. Do not side step by saying: "If he is any 
good he will come to the top." Every shop manager should rally 
to the call of this industrial movement and every public-spirited 
citizen should vow that we provide means whereby we may save 
the fifty per cent of our pupils who are likely to go from our 
schools as misfits. It will pay both groups, employers and citi- 
zens, in satisfaction and in dollars and cents. The need for in- 
dustrial educational and vocational supervision is especially ur- 
gent now. More children are leaving school than ever before in 
the history of the school system. Many causes are operating to 
cut short the education of these children; chiefly among these 
causes is the enlistment of bread-winners for the family due to 
the increased cost of living. The children should be led to see 
the future value of a few years more in school. They should 
be told that the Massachusetts Commission on Industrial and 
Technical Education has found that of one hundred children who 
go to work at fourteen, ninety-eight remain untrained workers 
all their lives: that Settlement Surveys have found that after 
working three years those people who have had two years of 
training are making wages two and one-half times as great as 
those who have been working five years and who have left school 
without training. Secretary Baker tells us: "The most useful 
tiling a high school boy can do is to finish his course." The 
query arises, how to keep them in school particularly those me- 
chanically inclined. In Bradford we have lost many boys too 
early in their course the past few years. Give such boys indus- 
trial courses and save them for themselves and for Bradford. 



"He that understands not his Employment, whatever else 
he knows, must be unfit for it, and the Public!: suffers 
by his Inexpertness."-- William Penn. 



REPORT ON INDUSTRIAL EDUCATION 
IN BRADFORD, PA. 

From the information gained from personal visitation and 
from the data which has been submitted on the kind of indus- 
tries in Bradford and vicinity and the number of people em- 
ployed in each, it appears that the following skilled occupations 
are predominant : Oil field workers, molders, machinists, wood- 
workers, boilermakers and blacksmiths. 

Day trade courses in machine shop practice, in patternmaking 
and molding and in blacksmithing should be given in the school. 
Evening courses should be offered for men now employed as 
oil field workers, molders, machinists, woodworkers and black- 
smiths. 

General Industrial or Composite Trade Course (2 years) 

The day industrial courses could best be given beginning 
with the ninth grade and extending through the tenth grade as 
composite trade courses. In other words, beginning with the first 
year high school all male pupils should indicate their preference 
between industrial courses and the other courses offered in the 
high school. In anticipation of a selection between industrial and 
academic courses, the boys should be given, in the seventh and 
eighth grades or both, two hours per week woodwork and shop 
sketching. Those who select the industrial course should receive 
instruction in the three trades of machinist, patternmaking and 
molding and blacksmithing extending through the first and sec- 
ond years of high school. The freshman and sophomore class 
may be divided into three groups for convenience, the groups are 
designated as Group A, etc. Each group taking a different shop 
for a period of twenty-four weeks, at the end of this period 
each group would enter a different shop for twenty-four weeks 
and continue this rotation Until each group had passed through 
all three shops. 



"Children had rather be making of Tools and Instruments 
of Play; Shaping, Drawing, Framing and Building, Etc., 
than getting some Rules of Propriety of Speech by 
Heart: And those also would follow with more 
Judgment and less Trouble."— IVi I Ham Venn. 



Chart Showing Arrangement of 
eor Each Group. 



Shop Work 



Period 


Group A 


Group B 


Group C 


1st 24 Wks. 


Machine Shop 


Patternmaking 
and Molding 


Blacksmithing 
Shop 


2nd 24 Wks. 


Blacksmithing 
Shop 


Machine Shop 


Patternmaking 
and Molding 


3rd 24 Wks. 


Patternmaking 
and Molding 


Blacksmithing 
Shop 


Machine Shop 



NOTE: — Patternmaking and Molding may be considered as one trade in the general 
industrial school. 

15 hours (60 min.) shop. (Work must be done on a useful 

or productive basis). 
9-10y 2 hours (60 min.) related subjects such as: 

Mechanical Drawing and Blueprint Reading. 

Shop Mathematics 

Trade Hygiene 

Study of Vocations. 
4^-6 hours (60 min.) academic subjects such as: 

English 

History (Industrial or American) 

Civics 

Mathematics 

It should be noted in the above suggested course that the re- 
lated and academic subjects will be the same for all the pupils, 
thus making the arrangement of schedules comparatively simple. 

Part-time Cooperative Courses (2 years) 

At the end of the sophomore year, with the guidance of his 
teachers, each pupil should be given an opportunity to enter into 
a co-operative apprenticeship with some firm or company, in the 
trade which he has chosen. If the pupil does not desire to elect 
such a course, he should be given the option of taking another of 
the regular high school courses. 

In a cooperative apprentice course the pupil alternates be- 
tween industrial shop and school for one or two week periods. 
Hie pupils are changed in teams so that there is always some 
one in the shop and always some one in school from each par- 
ticular course. The summer period is also spent in the shop with 
a possible vacation of from one to two weeks. 

Cooperative courses may be planned for any skilled trade 
represented in the community, provided the employer is willing 
to cooperate with the school. Such a scheme in Bradford should 



Theory and Practice go hand in hand. 



include machinists, molders, boilermakers, blacksmiths, pattern- 
makers and carpenters. 

In the cooperative course the employer, pupil, parent and 
school enter into a cooperative agreement. The employer agrees 
to pay the pupil a fixed hourly wage which increases during the 
period oi apprenticeship, and he further agrees to give the pupil 
the opportunity to gain a well balanced knowledge of the trade 
while working. The pupil and parent jointly agree to faithfully 
perform their respective parts in relation to the shop and the 
school. The school authorities pledge themselves to see that 
the pupil receives fair treatment in the shops and related knowl- 
edge in the school. 

The success of a cooperative apprentice course depends 
largely upon three factors : First, the attitude of the employer 
toward the scheme ; second, the attitude of the school authori- 
ties in general toward the plan, and third, the ability of the 
school authorities to satisfactorily supervise the work of the boy 
in the shop and provide for him the proper supplementary in- 
struction in school. 

The shop work given during a part time cooperative course 
depends largely upon the trade, but regardless of the trade, the 
work should be such as to assure a well rounded experience 
in trade operations. 

The school work must be made up of related and aca- 
demic instruction in the same proportion as indicated for the 
(Continued on Page 10) 



WORK DONE BY HIGH SCHOOL BOYS, WASHINGTON, D. C. 




HOW BUILD A CITY? 

D D D 

T IS becoming increasingly apparent with the passing of 
years that environment sets bounds to industrial as well as 
mercantile and professional prosperity; but it is also certain 
that mere physical surroundings are not the sum total of 
"environment". The propelling force in all progress is the 
human element. When this fact is recognized the necessity for 
community teamwork is so apparent that argument is a nuisance. 
There are a group of men in the commercial-civic organization field 
who still preach the doctrine that industrial prosperity is the soil out 
of which graws civic advance. They should know better, because 
the means of proving the absolute interrelation of good business and 
good civics has been in front of their eyes for ten years. 

If the public is to begin thinking aright about its own future, 
this fundamental fact must be kept clearly to the front: all property 
values, all business values and all professional values that exist in any 
city are made by the Spirit of its citizens. 

And the converse is equally true : Whatever potential values 

are absent from a given community are missing because the Spirit of 

that community has never prompted effort to procure or develop them. 

Nearly every city, large or small, has a group of business men 




SHAPER INDUSTRIAL GO-OPERATIVE COURSE, Y<>i;k. PA, 

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EXAMPLES OF FORGING— McKINLEY SCHOOL, WASHINGTON, D. C. 

who insistently cry for " more factories," but who are unwilling to 
give thought to the reasons that underlie such growth. Frequently 
these men occupy dominant positions in the business and political 
circle. If they are to remain as community leaders they must grasp 
the fundamentals underlying community growth. 

Industrial efficiency is a matter of trained minds and trained hands. 
It does not come by 'paying bonuses to factories' or by noisily demand- 
ing ' that someone get busy and bring some more payrolls to town'. 

There are a thousand other illustrations of the same general 
truth, i. e., that it is the Spirit of the community which governs the 
the amount and character of growth. The courage to undertake 
new things, to branch out into other fields, to struggle against seem- 
ing impossibilities— -these are the qualities of the Spirit and are the 
vital force in commercial progress. 

Before a community will tackle the task of linking Education 
with Industry and Business, there must be an organized group of 
men who can lead in that direction and who have thought out the 
problem so that their leadership will be sagacious. American manu- 
facturers are rapidly turning to the schools for the future supply of 
trained shop men. But until the manufacturer and the educator 
are brought into direct personal contact through a community 
organization, neither can have an adequate conception of the require- 
ments of the other. — By LUCIUS WILSON 



composite trade course of the first two years. A point to be em- 
phasized, however, is that "trade theory" should constitute a 
part of the related work during the time the pupil is taking the 
cooperative course. This "trade theory" should consist of a 
study of tools, appliances, machines and the mechanics or science 
of the trade. Thus a machinist's apprentice should be instruct- 
ed in the uses and qualities of measuring and marking tools such 
as gauges, scales, etc. He should also receive instruction in 
blacksmithing applied to toolmaking and in tool grinding. He 
should study the construction and types of the various machines 
used in a machine shop. He should also receive instruction on 
gears, levers, inclined planes, pulleys, theory of indexing, and the 
kinds of tools used for different kinds of machinery, etc. The 
same idea may be used to develop a course in "trade theory" for 
any trade, but the application is different for each trade. 

Graduation 

At the end of the senior year the pupil is given a school di- 
ploma stating the work covered in school, and at the end of his 
apprenticeship he is given a joint certificate by the firm and 
school showing that he has completed his apprenticeship in the 
cooperative course, and stating the nature of his school and 
si top experience. 

Entrance to Day Courses 

The entrance requirements for the day courses are not 
wholly uniform, but certain minimum standards are set. Pupils 
must be at least fourteen ( [4) years of age before entering the 
course and when in the course must be mentally and physically 
able to profit by the instruction given. Any pupil who is unable 
to do the work of the industrial course should, very early in the 
year, be advised to drop the course and enter one for which lie 
is better qualified. 

Evening Classes 

For men already employed iti a skilled occupation, there is 
a need for evening industrial classes. These classes are intend- 
ed to help men to advance themselves in their occupations and 
are not for the purpose of making it possible to change from 
one occupation to another. 

Courses of this kind should be given in short units. That 
is the courses should be so arranged that either the machinist or 
machine hand might learn the operation of all machines com- 
mon to a machine shop. In the first case the course might be 



Evening classes for those who are in need of theory or who 
have decided to quit floundering around. 



10 



finished in six or eight weeks, and in the second case it might 
extend over a period of years. Likewise a molder might wish 
to study only the mathematics pertaining to molding or he might 
desire to make a study only of molding materials, or both. Also 
an oil field worker might wish to study only gas engines but 
he should also be given the opportunity to study steam engines, 
boilers, compressors, and pumps, if he desires. 

It is thus seen that an evening industrial course should be 
very flexible and could be changed or modified to meet almost 
any condition. 

Some of the short unit courses which could be offered to 
the workers of Bradford are: 

BLACKSMITHS: 
Shop: 

1. Fundamentals 

2. Practice jobs in iron 

3. Steel work 

4. Steel welding 

5. Advanced job work. 

Class Room Work: 

1. Use and care of tools and appliances 

2. Study of metals common to blacksmithing. 

3. Heat treatment. 

4. Mathematics for blacksmiths. 

5. Mechanical drawing and blueprint reading for 
blacksmiths. 

MACHINISTS: 
Shop: 

1. Lathe 

2. Drill Press 

3. Planer. 

4. Shaper 

5. Grinder 

6. Milling Machine 

7. Bench Work 

8. Toolmaking 

Class Room Work: 

1. Use and care of machines, tools and appliances 

2. Mathematics for machinists. 

3. Mechanics 

4. Metals. 

5. Tools and appliances. 

6. Mechanical drawing and blueprint reading for 

machinists 

7. Elementary electricity and care of motors. 

MOLDERS: 

Class Room Work: 

1. Mathematics for molders. 

2. Materials 

3. Methods 

OIL FIELD WORKERS: 
Class Room Work: 

1. Geology pertaining to oil 

2. Steam engines 

3. Boilers 

4. Pumps 

5. Compressors 

6. Gas engines 

11 



It is not to be understood that all of these courses need 
necessarily he given at one time or in one year. It is possible 
that some of the units mentioned might never be added. Even 
though all the units should be retained, the class room units could 
be distributed over an entire year ranging from four to ten les- 
sons in length depending on the amount of subject matter to be 
taught. Thus the course for oil workers might be 70 lessons in 
length and distributed as follows: 

Geology pertaining to oil, 10 lessons; steam engines, 20 les- 
sons; boilers, 10 lessons-; pumps, 10 lessons; compressors, 10 les- 
sons ; gas engines, 10 lessons. The unit courses may be lengthened 
or shortened to meet local conditions or requirements. In all 
well planned and well regulated evening courses, however, the 
length of courses should be anticipated and a schedule adopted 
before the year's work is begun. 

Entrance Requirements to Evening Industrial Classes 

In order to be enrolled in an evening industrial class the 
applicant must be [6 years of age and the course in which lie is 
enrolled must, in some way, be related to his daily occupation. 
No educational qualifications are required ; the test is whether the 
student is physically and mentally able to do the work. No charge 
may be made for instruction. 

Publicity for Evening Industrial Classes 

Some one has very wisely said that "evening classes do not 
run themselves." This is true in more ways than one and es- 
pecially is it true along the line of publicity. No opportunity 
should be overlooked which might bring the work and ad- 
vantages of the evening class before the public eye. The classes 
can best be advertised through the local newspapers, attractive 
posters, handbills, advertising slides in motion picture theatres 
and ad-cards in trolley cars. 

Free newspaper publicity is perhaps the most successful, 
provided prominent space is supplied. The work of the courses 
should be explained briefly, the advantages of taking the courses 
should be dwelt upon in detail. At all times during the year the 
public should he kept informed concerning the classes, and spe- 
cial publicity should be given at times when new unit courses are 
: 1 1 " nil t< 1 begin. 

Equipment and Buildings 

In order to complete the program outlined it will he neces- 
sary to provide: (1) A complete machine shop equipment. 



Works and earns while learning 



12 



consisting of lathes, planer, universal milling machine, shaper, 
drill press, sensitive drill, power back saw, and grinder with full 
equipment for all machines and bench work; (2) Blacksmith 
shop with fully equipped forges and anvils; (3) Wood shop 
fully equipped with benches and hand tools, universal saw at- 
tachment, joints, planer and patternmakers' wood lathes. Suf- 
ficient equipment must be provided to meet the needs of the 
school from year to year. (If these recommendations be adopted 
the Bureau will assist in planning the equipment. ) 

All shop and classroom work must be given under healthful 
and sanitary conditions. Sufficient space must be provided to 
avoid overcrowding. 

Teachers 

The shop teachers in the day school should be persons of 
good moral character, and experienced journeymen in at least one 
trade which they teach. Care should be taken to select men with 
at least a high school education, of such a personality as to be 
able to get along with boys and men, and of sufficient ability to 
readily grasp the teaching problems which confront them. It is 
preferable to procure shop teachers with some previous teaching 
experience. Often times if one teacher is to be asked to teach 
two or more trades the so-called "handyman" with trade experi- 
ence makes an efficient teacher. 

The related subject and mechanical drawing teachers should 
be persons of good character who are fully prepared to teach 
their subjects and who have had sufficient trade contact to be 
able to present their subject from the proper trade viewpoint. 

The academic teachers may be recruited from the regular 
high school faculty, if so desired. 

The evening class teacher when the day teacher is not avail- 
able, should be recruited from the trade or occupation to which 
his subject is related. He should be above the average intelli- 
gence of his tradesmen and be sufficiently versatile to adapt 
himself to teaching conditions. He should be well versed in 
the subjects which he teaches. 

Supervisor 

The supervisor of the department is a determining factor for 
the success or failure of the work. He must be at least a high 
school graduate, a man of versatile ideas, high moral character, 
and good personality. He should be an experienced tradesman 



"There is always hope for a man that works; but the 

kindliest Providence can make nothing of an idle man 
— Carlyle. 



1 o 



and have had sufficient school experience to maintain intelligent 
supervision of both trade and related subjects. He must be able 
to mix well with men and especially with shop foremen. The 
supervisor should have immediate charge of the composite in- 
dustrial course, the cooperative industrial course and all evening 
industrial classes. He is directly responsible to the superinten- 
dent of schools. He should have suficient free time for adequate 
supervision. 

Teaching Certificates 

All special teachers and the supervisor must hold State Cer- 
tificates in at least one special subject. These certificates are 
granted upon passing a regularly scheduled state examination. 

Supervision from the State 

The school should always be open to inspection and super- 
vision on the part of representatives of the Bureau of Vocational 
Education, State Department of Public Instruction. 

Definite courses of study must be planned and presented to 
the Industrial Division of the Bureau of Vocational Education 
for approval. Upon the adoption of these recommendations the 
Bureau will assist in the arrangement of the courses. 

Each July the school district must present a sworn financial 
and statistical report setting forth certain facts in connection 




A/THE ROOM McKINLEY SCHOOL, WASHINGTON, I). C 

14 



with the financial and general condition of the departments for 
the year just ended. 

Each special teacher must submit on a blank furnished for 
the purpose, a statement of his qualifications showing whether 
or not lie is qualified from the standpoint of training' and prac- 
tical experience to teach his subjects. 

Attendance 

The enrollment is a good barometer of the degree to which 
the courses are meeting the requirements of the community. 

In a day course, if the enrollment falls below twelve (12) 
for any length of time, the course cannot be said to be bene- 
fiting the community sufficiently to warrant special state financial 
assistance. . 

In an evening course, if the number of pupils reporting to 
any one teacher in any one evening falls below ten (10), the 
service rendered by that teacher cannot be said to be of sufficient 
importance to the community to warrant any special financial 
assistance on the part of the state. 

The figures just stated may not always be absolutely accur- 
ate for all cases. However, since some measure must be had 
of the value of these courses to a community, and in view of 
past experiences with industrial classes, it would appear that the 
minimum enrollments stated are fair. 

Approval for Aid 

In the event of the industrial departments having satisfac- 
torily met the requirements of the state in regard to equipment, 
buildings, entrance requirements, enrollment, course of study, 
qualifications of teachers, and supervisor, state certificates, su- 
pervision, and sworn financial and statistical statement, they will 
he approved for State and Federal aid. 

Financial Aid 

In case the industrial courses are approved by the State on 
the basis just stated, financial aid to the extent of two-thirds the 
salaries of shop and related teachers will be given from State 
and Federal funds, provided, however, that the total annual 
amount of aid shall not exceed ten thousand dollars. 

In any case where the time of the director or teacher is di- 
vided between a regular class and a class in an Industrial or 
Household Arts school or department, reimbursement will be 
made only on the basis of the actual time spent in giving in- 
struction to the industrial class. 



"The most potent thing in this world is an aggressive hu- 
man spirit bent on self improvement.— Hen ry Turner Bailey 



in 



Typical Method of Re-Imbursement from State 
and Federal Funds 

To illustrate the manner in which the amount of Federal aid 
and State aid is determined the following example is given : 

The town of Y operates an industrial school, a director is 
emploved at a salary of S2.C00 a year, three shop teachers at a 
total salary of $3,400. The teachers of related and academic sub- 
jects receive $600 and $240 respectively for teaching the pupil 
in the industrial course. The shop instructor for the prevoca- 
tional shop work received $1,500. 

Federal Aid — 1-2 of 2-3 the cost of teachers of industrial sub- 
jects. 1-2 X 2-3 ($34oo+6oo+24o)=$i,4i3.33. Total 
Federal aid $1 ,413.33. 

State Aid — [-2 ni 2-3 the cost of teachers of industrial sub- 
jects, < >r 1 -2 X 2-3 ( $3400+600+240)=$!, 4 1 3.33 ; also 
2-] salaries of the director and the instructor of prevoca- 
tional work, or 2-^ ( $2ooo+i50o)=$2,333.33. Total 
State aid. $3746.66. 

Total Aid — $5, 1 5<j.<)0- 



" We press the Memory to soon, and puzzle, strain, and load 
them with Words and Rules; to know Grammcr and 
Rhetorick, and a strange Tongue or Two, that it is 
ten to one may never be useful to them; leaving their 
natural Genius to Mechanical and Physical, or natural 
Knowledge uncultivated and neglected; which would be 
of exceeding Use and Pleasure to them through the 
whole Course of their Li{e."—IVilliam Penn. 



L6 



LIBRARY OF CONGRESS 



III* 

029 982 664 8 



